,PDU3701 ASSIGNMENT 2
DUE DATE: JUNE 2026
Question 1
1.1
The marginalisation of African values in educational systems on the African continent can
largely be attributed to the legacy of colonialism. During the colonial period, education was
designed to advance European cultural, political, and economic interests rather than to
preserve and promote African identities, traditions, and knowledge systems. As a result,
Western values became dominant while African values were often disregarded or treated as
inferior (Higgs & Letseka, 2024).
One significant way in which African values were marginalised was through the exclusion of
African languages from formal education. Colonial governments promoted European
languages such as English, French, and Portuguese as the primary languages of teaching
and learning. This practice reduced the status of indigenous African languages and
contributed to the perception that valuable knowledge could only be transmitted through
European languages (Ngũgĩ wa Thiong’o, 1986).
African indigenous knowledge systems were also largely neglected. Traditional knowledge
relating to agriculture, medicine, environmental conservation, conflict resolution, and
community leadership was often excluded from school curricula. Instead, learners were
taught predominantly Western theories and perspectives, which created the impression that
African knowledge lacked academic value (Le Grange, 2016).
Another form of marginalisation involved the promotion of individualism over
communalism. Many African societies emphasise collective responsibility, cooperation, and
social harmony, values often associated with Ubuntu. However, formal education systems
, frequently prioritised individual achievement, competition, and personal success, reflecting
Western educational philosophies rather than African cultural traditions (Letseka, 2012).
The curriculum also tended to prioritise European history, literature, philosophy, and cultural
achievements while giving limited attention to African contributions to knowledge and
civilisation. This imbalance reinforced the notion of Western cultural superiority and
weakened learners’ appreciation of their own cultural heritage (Higgs & Letseka, 2024).
Furthermore, traditional African methods of teaching and learning, such as storytelling, oral
traditions, mentorship, and experiential learning, were replaced by formal classroom
practices based on Western models of education. Consequently, many indigenous
educational practices lost their significance within formal schooling systems (Msila, 2022).
The overall effect was the systematic weakening of African cultural identities and the
continued dominance of Western values within African education, a situation that has
contributed to contemporary calls for the decolonisation of education across the continent
(Higgs & Letseka, 2024).
1.2
Westernisation refers to the process through which individuals or societies adopt the
cultural values, beliefs, practices, institutions, and ways of thinking associated with Western
countries, often resulting in the reduced influence of local traditions and indigenous
knowledge systems.
In the context of education, Westernisation occurs when Western perspectives are viewed
as the standard for knowledge and learning. For example, many African schools use
European languages as the primary medium of instruction while indigenous languages
DUE DATE: JUNE 2026
Question 1
1.1
The marginalisation of African values in educational systems on the African continent can
largely be attributed to the legacy of colonialism. During the colonial period, education was
designed to advance European cultural, political, and economic interests rather than to
preserve and promote African identities, traditions, and knowledge systems. As a result,
Western values became dominant while African values were often disregarded or treated as
inferior (Higgs & Letseka, 2024).
One significant way in which African values were marginalised was through the exclusion of
African languages from formal education. Colonial governments promoted European
languages such as English, French, and Portuguese as the primary languages of teaching
and learning. This practice reduced the status of indigenous African languages and
contributed to the perception that valuable knowledge could only be transmitted through
European languages (Ngũgĩ wa Thiong’o, 1986).
African indigenous knowledge systems were also largely neglected. Traditional knowledge
relating to agriculture, medicine, environmental conservation, conflict resolution, and
community leadership was often excluded from school curricula. Instead, learners were
taught predominantly Western theories and perspectives, which created the impression that
African knowledge lacked academic value (Le Grange, 2016).
Another form of marginalisation involved the promotion of individualism over
communalism. Many African societies emphasise collective responsibility, cooperation, and
social harmony, values often associated with Ubuntu. However, formal education systems
, frequently prioritised individual achievement, competition, and personal success, reflecting
Western educational philosophies rather than African cultural traditions (Letseka, 2012).
The curriculum also tended to prioritise European history, literature, philosophy, and cultural
achievements while giving limited attention to African contributions to knowledge and
civilisation. This imbalance reinforced the notion of Western cultural superiority and
weakened learners’ appreciation of their own cultural heritage (Higgs & Letseka, 2024).
Furthermore, traditional African methods of teaching and learning, such as storytelling, oral
traditions, mentorship, and experiential learning, were replaced by formal classroom
practices based on Western models of education. Consequently, many indigenous
educational practices lost their significance within formal schooling systems (Msila, 2022).
The overall effect was the systematic weakening of African cultural identities and the
continued dominance of Western values within African education, a situation that has
contributed to contemporary calls for the decolonisation of education across the continent
(Higgs & Letseka, 2024).
1.2
Westernisation refers to the process through which individuals or societies adopt the
cultural values, beliefs, practices, institutions, and ways of thinking associated with Western
countries, often resulting in the reduced influence of local traditions and indigenous
knowledge systems.
In the context of education, Westernisation occurs when Western perspectives are viewed
as the standard for knowledge and learning. For example, many African schools use
European languages as the primary medium of instruction while indigenous languages
